Human Factors Education Research Articles

Teaching Human Factors through Popular Music: A Series of Human Information Processing Demonstrations

Human Information Processing (HIP) is an important component of human factors training and education because challenges of HIP are often the limiting factor in human performance. Demonstrations in which students personally experience the strengths and weaknesses of HIP are an effective pedagogical technique because of the salience of personal experience and the possibility of metacognitive insight. Using popular music as a content source adds an additional benefit because students and trainees of all ages and experience will be familiar with it and it is intrinsically motivating. These demonstrations are also easy and inexpensive to create and deliver. This paper presents a series of demonstrations using popular music that can be used to demonstrate each of the stages of HIP. The paper also describes possible methods and discussion points that can be used during and after the demonstration.

Making Peanut Butter and Jelly Sandwiches: Do Students from Different Disciplines Approach This Exercise Differently?

In this practice-oriented paper for human factors education, we describe our experiences piloting a variation of a classroom activity reported elsewhere. We conducted the activity with two different groups of students: psychology majors and software engineering majors. Focusing students on the simplest of algorithms is a fruitful activity to introduce them to biases and variations that occur in practical field studies. Students enjoyed the activity, and we took away learning for our industrial research context.

Human Factors and Education: Evolution and Contributions

The major contributions of human factors to education are highlighted. Over the past 50 years, the education of human factors specialists has evolved, as well as the application of human factors and ergonomic knowledge to education. Human factors and ergonomics professional documentation and literature were reviewed to identify major events relevant to human factors education or the application of human factors to education. Human factors education has evolved from training in experimental psychology to highly specialized accredited human factors programs and a number of undergraduate programs, leading to program accreditation and the certification of professionals. In addition, human factors specialists have applied their knowledge to human factors education and, more recently, to educational systems in general. The greatest focus has been on technology such as multimedia. Others have evaluated the design of the physical environment, focusing primarily on seating. The research also often targets undergraduate or graduate education. Therefore, it has been proposed that a greater focus is needed at the K-12 educational level, especially given the advancement and implementation of technology in the classroom. Human factors and ergonomic expertise can benefit the educational system. Yet, there is a need to constantly evaluate the benefits of new technology in the classroom as well as the environmental design aspects of the educational environment while considering learners of different age groups, ethnicities, and sexes. Better application of human factors and ergonomics to the learning environment could enhance the educational experience for all learners.

Influence of high temperature as a factor endangering life of inhabitants of Latvia

s / Forensic Science International 169S (2007) S2–S21 S8 calculations. There was also made survey and analyses of literature. Interpretation and analyses of results: During the period from year 2000–2006 number of casualties at the place of work continued to increase, but for number of dead persons there is observed slight tendency to diminish. The largest number of accidents of victims at working places is stated in the age group 45–54 years. Slight and medium bodily injuries are more characteristic to women, but heavy bodily injuries and lethal traumas—to men. The most often kind of accident met at the working place—fall from one level to another or fall from height. The most recent reason of death is blunt head trauma. Approximately 1/5 of all victims and dead at the working place have got traumas being in alcohol dizziness. Discussions and conclusions: Accidents at work are caused by violation of instructions for work safety, not stopping equipment (machine) during maintenance, non usage of individual means of protection, executing work being in alcohol dizziness. The process of production cannot be maintained without any impact of factors of risk, but diminishment and control of them is duty of every employer. Besides establishment of safe technologies and proper work organisation, essential mean is human factor—education, caution, attention and conscientiousness.

A Framework for Evaluation of University Human Factors Curricula

Curriculum reviews are performed to provide grounds for adjustments necessary due to changes in student enrollment, teaching faculty, and goals and objectives of programs that have a substantial human factors component. This task is arguably quite difficult due to the very broad spectrum of the human factors discipline and lack of widely accepted standards or criteria for education in human factors. This paper describes a framework for review of undergraduate human factors curricula using the program at the University of Illinois as an example. The framework was implemented as a hierarchical relational database with a web interface. Populated with either existing curriculum or desired courses to be developed it allows for rapid analysis of overlap between individual courses, missing important human factors topics, and determination prerequisite knowledge for these, and a rigorous and formal way of keeping human factors curricula aligned with explicitly stated goals for the programs.

Developing Criteria for Recognizing Excellence in Undergraduate Human Factors Education

The purpose of this panel is report on the work of the Undergraduate Program Recognition Committee and to encourage discussion among attendees on the proposed criteria developed by the committee. The paper and the panel discussion will provide an overview of the graduate program accreditation process, report on the work of the Special Task Force on Undergraduate Program, and propose criteria that can be used to recognize the various types of human factors programs that currently exist.

Designing Human Factors Courses with a Human Factors Mind

Human Factors is a discipline that studies the body of information about human capabilities and limitations for engineering design. Human Factors combines different Engineering areas and integrates them with human information into the engineering design. This applied and multidisciplinary nature of Human Factors in turn requires that education in Human Factors should also focus on the application of knowledge to design, and encourage hands-on exercise into the learning process. A new course “Design With a Human Factors Mind” was designed to demonstrate this concept. This course abandoned the traditional classroom lecture format, using labs, field trips and guest lectures instead to expose students with various Human Factors subjects. A survey study was conducted to assess the efficiency of this teaching style. Results showed that different teaching techniques have different effects on students' performance. This case study provides some preliminary results for different teaching styles and can help other educators to design effective teaching methods in Human Factors education.

Using the Pda as an Educational Tool to Collect Work Measurement Data

As human factors (HF) educators, we often struggle to find good, inexpensive tools that allow us to demonstrate both basic principles and practical applications. The following computer software, available on Palm Zires, allows students to collect work sampling data (with QuikSamp) and conduct time studies (with QuikTS) on the least expensive PDAs available, so that multiple units can be purchased at relatively low cost. In addition to the data collection capabilities, the students can also examine the tradeoffs between sample size and the accuracy of the study and other basic work measurement principles.

Designing an Educational Curriculum for Future Human Factors Professionals

Human Factors and Systems Department at Embry-Riddle Aeronautical University (ERAU) focuses on both traditional and emerging areas of Human Factors and Systems in Aviation and Aerospace. The majority of students will pursue a career in aviation after s/he graduates. So it is crucial to provide the proper curriculum for those students at the very beginning, in order to equip them with sufficient knowledge and skills. The ERAU model of Human Factors education starts with the analysis of the student needs and integrates relevant disciplines into a single program. Courses are designed to expose students to the general human factors theory, as well as the technical applications in aviation/aerospace. The transition between semesters follows a continuous and systematic pattern and a complete knowledge network will be built after four years in the program. This paper illustrated the structure of ERAU's model and uses four Human Factors courses as a case study.

Human Factors Education in Various Equipment Industries

Human Factors Education in Various Equipment Industries

Facilitating Cultural Diversity in a Monolithic Global Economy: The Role of Human Factor Education

Facilitating Cultural Diversity in a Monolithic Global Economy: The Role of Human Factor Education

A Configurable Telerobotics System for Human Factors Education and Research

The emergence and explosive growth of the Internet has transformed not only the technological landscape, but also the educational one. Through the World Wide Web, it is possible to make engineering education available to everyone, anytime, anywhere. This article describes a configurable laboratory system that supports the study of human-robot interaction in a physical context. The laboratory system serves two primary purposes. First, it supports the transition of human factors engineering education from a group-oriented experience to an individual-oriented one. Second, it serves as a reference point for research to span traditional modelling (cognitive, task, and environment modelling) and teamwork concerns in an effort to address human-robotic issues. The system is based on the popular LEGO®MINDSTORMS™ sets and enables tele-operations through the World Wide Web. We call it the LEGO®MINDSTORMS™– based Configurable Telerobotics System (LMCTS). This system was used in two graduate-level human factors and one graduate research and experimentation course. We report initial data collected in the research course and provide recommendations on the scalability of the LMCTS.

A Configurable Telerobotics System for Human Factors Education and Research

The emergence and explosive growth of the Internet has transformed not only the technological landscape, but also the educational one. Through the World Wide Web, it is possible to make engineering...

New strategies to prevent laparoscopic bile duct injury—surgeons can learn from pilots

Background. Injury to the bile ducts is the most important complication of laparoscopic cholecystectomy (LC), affecting approximately 2000 patients annually in the United States. Traditional surgical teaching fails to provide adequate extrabiliary reference points. A “person approach” of blame and shame (as distinct from a “system approach”) has evidently been unsuccessful in controlling this problem. New strategies are needed. High-reliability organizations such as aviation and the nuclear power industry have well-developed system-based error prevention programs; the application to laparoscopic operations of some principles used in these programs merits evaluation. In addition, some time-honored teaching of steps to safeguard the bile duct needs to be re-examined. Methods. A review of the literature and of 34 cases of bile duct injury referred to the author was carried out. Traditional surgical teaching was evaluated to identify reasons why it has failed to prevent bile duct injury. New extrabiliary reference points were used. Error prevention strategies derived from the aviation and maritime industries were modified for application to LC. These principles have been applied in a prospective study of 2000 successive LCs carried out on 1 surgical unit, including operations by surgical trainees. Results. The literature and case review indicated that misidentification of biliary anatomy was the major cause of bile duct injury and the injury was unrecognized by the operating surgeon in 3 out of 4 cases, suggesting that traditional surgical teaching provides inadequate reference points to prevent duct misidentification, that spatial disorientation analogous to navigation errors occurs, and that systemic factors predisposing to error are present. Several principles used in navigation were applied. “Human factors,” educational principles derived from aviation crew resource management training, were applied. No bile duct injuries occurred in the 2000 LC operations. Eight patients had biliary leakage develop but all recovered without further surgical intervention. Conclusions. Laparoscopic bile duct injury continues to occur at an unacceptable rate. New strategies involving a system approach and using principles adopted by the aviation and maritime industries were applied in 2000 consecutive LCs without bile duct injury. The application in the operating room of commonly taught navigation principles, the use of extrabiliary reference points such as Rouvière's sulcus, and the introduction of human factors education for surgeons reduces the frequency of bile duct injury. (Surgery 2002;132:826-35.)

Reusable Simulations and Interactive Learning Experiences in Human Factors Education

Web-based teaching and multimedia tools in human factors education have become popular in the last few years. in this paper, we are proposing a straightforward extension of the current uses of the internet in the form of a clearinghouse of interactive learning experiences and simulations. Three sample simulations used in a course entitled “Technology, Design, and the Human User” offered through the Human Factors program at the University of Idaho will be used to illustrate the versatility and adaptability of simulations and interactive learning experiences once they have been constructed for one class. Our goal is to make this collection of educational materials available through a central website.

Computer-Enhanced Demonstrations of the Fitts' Tapping Task

As human factors (HF) educators, we often struggle to find good examples or inexpensive tools that allow us to demonstrate basic ergonomic principles. The following computer software allows us to HF educators to demonstrate a variety of basic cognitive not only in a lecture of laboratory environment but also at the convenience of the student who owns a personal computer. Specifically this demonstration will present the Fitts' Tapping Task with the Index of Difficulty factor using an eye-hand coordination task but the variation of performing the movements with a mouse.

Computer-Enhanced Demonstrations of Simple Reaction Time

As human factors (HF) educators, we often struggle to find good examples or inexpensive tools that allow us to demonstrate basic ergonomic principles. The following computer software allows us to HF educators to demonstrate a variety of basic cognitive not only in a lecture of laboratory environment but also at the convenience of the student who owns a personal computer. Specifically this demonstration will present the concept of a simple reaction time, but with the variations of using different color stimuli and a mouse button click for the response.

Developing a Reusable Resource for Teaching Task Analysis

Many of the skills required in the practice of human factors are “process-oriented” rather than “product-oriented”; this is challenging for human factors educators because it is often more difficult to teach process-oriented skills and concepts than product-oriented skills and concepts. The Centre for Learning and Teaching Through Technology [LT3] at the University of Waterloo, Ontario, Canada is involved in developing learning objects (also known as “learnware”) to help faculty overcome instructional challenges associated with teaching processes. The learnware development model used by LT3, which enables learner-centered resources to be developed, for students, and by students, to teach about processes in various disciplines will be discussed. The Task Analysis learning object developed to overcome instructional challenges experienced by human factors professors in the department of Systems Design Engineering, will illustrate LT3's learnware development model. The development of Task Analysis learnware emphasizes how the application of iterative learner-centred design can aid in teaching fundamental concepts in human factors.

Validating Undergraduate Human Factors Education Using Interdisciplinary Design Projects

Traditional undergraduate and graduate human factors programs provide students with an excellent education in the theories, tools, and methods used by professional practitioners. However, most programs confine students to projects that can be completed in a ‘pure’ human factors environment. Human factors professionals rarely work in a ‘pure’ environment; in most cases they are part of interdisciplinary design teams. Faculty in the Engineering Psychology program at the United States Military Academy worked with other academic departments to develop four interdisciplinary design projects. Seven students in the Engineering Psychology program served as the human factors ‘experts’ on four different semester design projects, which were completed in May 2001. They used their knowledge of human factors methods and practices to enrich the process and products of the design team. Concurrently, they experienced the challenges of working with student-practitioners from other disciplines. Data were collected through interviews and assessment of written products to determine the degree to which participation in the design teams validated the human factors education received by the Engineering Psychology students.

Teaching Undergraduate Human Factors: The Need, Activities, and Benefits

In this article, we outline the need for and role of undergraduate human factors education, describe several activities for teaching human factors, and identify the benefits associated with offering the course. The results of a survey of psychology undergraduates (N = 111) revealed that they were unfamiliar with, yet interested in, human factors issues. A human factors course can inform students about the profession, meet their interests, and provide a variety of useful skills. We present 6 successful hands-on activities for teaching about human factors. Students reported that they enjoyed these activities and gained a greater understanding of the principles. Students also noted that the course increased their knowledge about the profession and provided new perspectives for examining systems and applying the principles.